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Interdisciplinary Journal of E-Learning and Learning Objects

Jan 01, 2005 Volume 1, Number 1

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Table of Contents

Number of articles: 17

  1. A Study of the Design and Evaluation of a Learning Object and Implications for Content Development

    Ferdinand Krauss, University of Toronto, Canada; Mohamed Ally, Athabasca University, Canada

    This paper reports on a case study that examined the process of designing and evaluating a learning object to help students understand the therapeutic principles of drug administration. The... More

    pp. 1-22

  2. Interoperability and Learning Objects: An Overview of E-Learning Standardization

    Norm Friesen, Athabasca University, Canada

    The observation "the nice thing about standards is that there are so many to choose from" (Tanenbaum, 1981, p. 221) has been circulating in e-learning standards circles for some time. This... More

    pp. 23-31

  3. Interactive QuickTime: Developing and Evaluating Multimedia Learning Objects to Enhance Both Face-To-Face and Distance E-Learning Environments

    Thomas Cochrane, Unitec, New Zealand

    This paper discusses the application of Learning Objects in supporting the teaching of principles of Audio Engineering - a subject traditionally taught face-to-face utilizing specialized audio... More

    pp. 33-54

  4. Learning Objects: Using Language Structures to Understand the Transition from Affordance Systems to Intelligent Systems

    Jacques du Plessis, University of Wisconsin, United States

    There has, of recent, been a marked interest in the utilization of learning objects, specifically on the potential of granularity and reusability to make instructional development more efficient,... More

    pp. 55-66

  5. Discussion Board: A Learning Object

    Keith Harman, Northcentral University, United States; Alex Koohang, University of Wisconsin, United States

    This paper argues that a discussion board as an integral part of e-learning is a learning object worthy of scrutiny. It explores how current praxis and theory on learning objects can be used to im-... More

    pp. 67-77

  6. Addressing the eLearning Contradiction: A Collaborative Approach for Developing a Conceptual Framework Learning Object

    Colla MacDonald, Emma Stodel & Terrie Thompson, University of Ottawa, Canada; Bill Muirhead, Chris Hinton, Brad Carson & Erin Banit, University of Ontario Institute of Technology, Canada

    In many universities there seems to be an “eLearning Contradiction” between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the... More

    pp. 79-98

  7. Tree View Editing Learning Object Metadata

    Zeynel Cebeci & Yoldas Erdogan, Cukurova University in Adana, Turkey

    This paper introduces and examines an authoring tool called as “TreeLom” for producing the metadata compatible to IEEE LOM draft standard. TreeLom, has been developed with MS .NET framework... More

    pp. 99-108

  8. Decoupling the Information Application from the Information Creation: Video as Learning Objects in Three-Tier Architecture

    Xiangming Mu, University of Wisconsin, United States

    In this paper a new three-tier video application infrastructure is proposed. Video learning object is introduced as the intermedia tier and it connects the video metadata and video application tier... More

    pp. 109-125

  9. Producing Reusable Web-Based Multimedia Presentations

    Freimut Bodendorf & Manfred Schertler, University of Erlangen-Nuremberg, Germany; Eli Cohen, Informing Science Institute, United States

    This paper describes the process and particular support tools for authoring reusable web-based multimedia presentations. These tools enable authors to record and encode streams of audio and video, ... More

    pp. 127-142

  10. Scoping and Sequencing Educational Resources and Speech Acts: A Unified Design Framework for Learning Objects and Educational Discourse

    David Wiley & Sandie Waters, Utah State University, United States

    Instructional design is largely a matter of scope and sequence, and designing instruction with learning objections is no exception. Traditionally, learning objects are considered atomic units of... More

    pp. 143-150

  11. A Framework for Metadata Creation Tools

    Valentina Malaxa, DuvaSawko, Inc, United States; Ian Douglas, Florida State University, United States

    Metadata is an increasingly important aspect of resource discovery. Good metadata has the potential to increase discovery and reuse and to facilitate interoperability of digital assets. Using the... More

    pp. 151-162

  12. Practical Guidelines for Learning Object Granularity from One Higher Education Setting

    Kelvin Thompson & Francisca Yonekura, University of Central Florida, United States

    In considering the granularity of learning objects, one might be reminded of the cliché of the student who approaches her professor with the question, "How long does my paper have to be?" and the... More

    pp. 163-179

  13. Principles of Sustainable Learning Object Libraries

    Deana Namuth, Susan Fritz, James King & Amy Boren, University of Nebraska-Lincoln, United States

    As the effectiveness of learning objects in enhancing education becomes better understood, it will be critical to more fully develop the predictive characteristics of learning object usage by... More

    pp. 181-196

  14. Teaching, Designing, and Sharing: A Context for Learning Objects

    Mimi Recker, Jim Dorward, Deonne Dawson, Xin Mao, Ye Liu, Bart Palmer, Sam Halioris & Jaeyang Park, Utah State University, United States

    This article describes a professional development model and a set of tools intended to increase teachers’ capacity for the design of instructional activities using learning objects. It then reports... More

    pp. 197-216

  15. Learning Objects, Learning Object Repositories, and Learning Theory: Preliminary Best Practices for Online Courses

    Susan Nash, Excelsior College, United States

    This paper evaluates current practices in the use of learning objects in online courses, reviews best practices, and suggests new approaches that incorporate learning theory. In doing so, the paper... More

    pp. 217-228

  16. Developing Learning Objects for Secondary School Students: A Multi-Component Model

    Robin Kay & Liesel Knaack, Development, evaluation, secondary school, learning object, Canada

    Previous research on the development of learning objects have three notable characteristics: a focus on either technical or learning features, but not both, a target audience consisting exclu-... More

    pp. 229-254

  17. Modeling the Organizational Aspects of Learning Objects in Semantic Web Approaches to Information Systems

    Miltiadis Lytras, University of Patras, Greece; Miguel-Angel Sicilia, University of Alcalá, Spain

    The concept of learning object has become a central notion of the majority of current approaches to e-learning that focus on reusability and automation. Learning object metadata can be considered a... More

    pp. 255-267